Reflective Synopsis

When I first started this elearning course I was bombarded with the amount of resources to explore. It was quite daunting at first exploring the different tools however; I know that I wasn’t alone in the boat. Exploring the different tool was sometimes quite successful and exhilarating although at times most frustrating and time consuming.


In contemporary society, technology is forever changing and evolving. As described by Kearsely and Schniderman (1999), technology Provides students with opportunities to participate in activities that involve active cognitive processes, such as creating, problem solving, reasoning, decision-making and evaluating. Killen, (2007) agrees and suggests that technology can promote higher order thinking. The difference between using ICT’s and using it effectively, all depends on the strategies the learning manager uses to support and enhance learning in the context it is used. Therefore, it is important that Learning Managers create effective lessons that use ITC’s to enhance learning and support effective teacher pedagogy. This supports what Waterhouse (2005, p.xv) believes that the “power of elearning does not come from the technology alone. Rather it is unleashed when teachers know how to use technology to create better instruction.”

The internet is an open tool to everyone in the world and not all people use it for the right reasons. Therefore, it is important that our students understand the correct netiquette before students go and use the ICT tools. Through discussion with some of my colleagues, I was alarmed that we had the same virus attack our computers. Our discussion gave me a deeper understanding about the importance to educate our students about the safety, privacy and ethical requirements before allowing them to use the internet.

Frameworks are there to assist the teacher in designing high quality learning experiences. "High quality learning experiences refer to experiences resulting from an environment which encourages students to seek understanding rather than memorisation and which encourage the development of lifelong learning skills” (Oliver, 1999). The Big6 framework is widely known and used to teaching information and technology skills. It clearly gives students essential life skills that will able them to accomplish task in and out of the classroom. I would have the framework printed on posters to display around the classroom for the students to refer to and look at ensuring that all learning phases are explored during their learning journey, maximising students learning.

Kearsley and Shneiderman (1998) present the Engagement Theory, which “is intended to be a conceptual framework for technology-based learning and teaching.” This theory is made up of three basic parts ‘Relate, create and donate’. The essential idea of the Engagement Theory is that students must be purposefully engaged in learning experiences through interaction with others and meaningful tasks (Kearsley and Shneiderman, 1998).

Ensuring student’s success is imperative, therefore as teachers we need to understand that the classroom is filled with diverse learners and that their learning needs are catered for. Understanding how students’ best learn is essential as learning managers can provide a variety of teaching strategies and ICT’s to cater for the learners and their learning styles.

There are endless amounts of ICT resources available on the internet, however they may not always be engaging, meaningful and effective to implement in classrooms. According to Kearsley and Schneiderman (1999) the use of ICT`s can provide engaging resources for effective learning to occur therefore providing our future students a higher order of learning. Therefore, it is important that teachers explore and identify the purpose and effectiveness of technological tools before utilising them in the classroom. Throughout this course I have explored a variety of tools that I have found useful and can be incorporated into the classroom. These include Blogs, Wiki’s, websites, Discussion forums (Moodle, Blackboard, The Learning Place), PowerPoint, Google (Maps, Earth, Scholar, Books, Images), Moviemaker, Cameras (Video and still shot), voice recorders, Bubbl_us, Voki, Picnik, Microsoft Office and Excel. After evaluating the technological tools outlined above, I have decided to focus on Google, concept maps, PowerPoint and Blogs.

Tool 1: Access/gain information – Google

My first tool that I am going to discuss is Google. When researching assignments Google is the first place I go to find out information. Siemens stated that 'it is no longer possible to know everything, that it is more important to identify how and where to find knowledge than it is to know'. (2005). Therefore, as teachers we need to show students how to where to go to find effective and valid resources. When teaching students how to use Google they need understand the validity of sources of information and appropriate ways to use the search engine effectively. It is important that students not rely on the internet but using both primary and secondary resources for information. I think that Google can be used for any year level however, although Google is simple tool to use, it is important to scaffold the students use of this tool to ensure safe and effective research and I believe The Big 6 framework will ensure that this is done appropriately.

Tool 2: Consolidate and refine information - Concept Mapping

My second tool I have chosen is concept maps which I believe they are a valuable tool that can be used in the classroom. McInerney and McInerney (2006) suggest that concept maps are an effective learning strategy because they allow learners to make the links between new and prior knowledge. This tool can be used to promote collaborative learning by getting the students to work in small groups or in pairs. In addition students can create a mind map individually to communicate their learning and understanding of a topic. Education Queensland (2002) suggests that if concept maps are used for learners to add their own ideas that it could promote substantive conversation in the classroom.

Tool 3: Transform information to develop new understandings – PowerPoint

PowerPoint is ideal for inclusion in eLearning design in a wide variety of settings and is accessible to most classrooms. In the classroom interactive PowerPoint’s can benefit all types of learners such as auditory, visual and kinaesthetic learners. By using links, students can be able to extend their knowledge and add additional learning linked to the web. Although it has enormous potential for students to develop deeper, higher order thinking skills, the teacher will have to monitor the time used making the PowerPoint to make sure it doesn’t become overwhelming for the students. Student use of PowerPoint doesn’t have to be limited to one computer. The sudents can easily save their work on a USB and can be easily transferred to other computers that are compatible.

Present knowledge to an audience – Blog

For this course the main focus was to create a blog and reflect on other ICT’s. After creating one for myself I began to think of ideas on how this tool can be used in the classroom. I think that Blogs can cater for a variety of learners such as kinaesthetic, linguistic, interpersonal, intrapersonal and visual learners. Blogs would be a great tool to allow students reflect on their own learning and provide collaborative discussion to enhance their own thinking and learning with their peers. Killen (2003, p. 208) discusses how important it is to ‘encourage students to reflect on their experiences and share them with others’.

By critically analysing these tools enabled me to identify how they can support effective pedagogical practices. When these tools are implemented correctly, they can facilitate collaborative, creative and authentic learning experiences which align with Kearsley and Schneiderman’s Engagement Theory (1999).

Commenting and receiving comments on my blog and reading other colleagues’ blogs has enabled me to reach deeper understandings of a variety of tools. Through discussions in class with my colleagues they have assisted me immensely for starters showing me how to set up my blog. Even though this was an easy task for some I felt like I was living in the 1950’s and using the computer for the first time. After playing around with the layout of my blog I was ready to start my elearning journey once again.

This elearning journey has made me realise are an abundant about of resources available out there that can be used in the classroom and that I have only scrapped the surface. As a future learning manager I believe that Learning Environments need to be innovative, flexible, creative and inclusive to prepare students for this changing society. I believe that ICT’s should be incorporated into classrooms to engage, support and enhance learning regardless of the context thus enhancing the learning and promoting lifelong learners.

References

Comments

References

Kearsley, G. & Shneiderman, M. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 19, 2010, from http://home.sprynet.com/~gkearsley/engage.htm

Killen, R. (2007). Effective teaching strategies: Lessons from research and practice. (4th Ed.). Melbourne: Thomson Press.

McInerney, D., & McInerney, V. (2006). Educational psychology: Constructing learning. Frenchs Forest, NSW, Australia: Pearson Education Australia

Oliver, R. (1999).Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254. Retrieved August 23, 2010 from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved August 20, 2010 from, http://www.elearnspace.org/Articles/connectivism.htm

Waterhouse, S. (2005). The power of elearning: The essential guide for teaching in the digital age. USA. Pearson Education.

Comments

Comments on colleagues blogs

Comment on learning style

http://stepfsblog2010.blogspot.com/2010/08/learning-styles-and-multiple.html#comments

Comment on Interactive whiteboard.

http://stepfsblog2010.blogspot.com/2010/08/interactive-whiteboards.html#comments

Comment on PowerPoint

http://activemethodology.blogspot.com/2010/08/powerpoint-powerpoint-is-fantastic.html

Comment on Virus

http://elearninginthe21stcentury.blogspot.com/2010/08/virus.html



Comments on my blog (5)

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The Big 6

The Big 6 (http://www.big6.com/) is a framework created by Mike Eisenberg and Bob Berkowitz. It is a well known and widely applied approach to teaching information and technology skills all across the world. (2001 by Mike Eisenberg). The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks. The following are the 6 steps of the Big 6 Framework.


1. Task Definition
Define the information problem
Identify information needed
2. Information Seeking Strategies
Determine all possible sources
Select the best sources

3. Location and Access
Locate sources (intellectually and physically)
Find information within sources

4. Use of Information
Engage (e.g., read, hear, view, touch)
Extract relevant information

5. Synthesis
Organize from multiple sources
Present the information

6. Evaluation
Judge the product (effectiveness)
Judge the process (efficiency)


Kyle had a great idea that when implementing the Big 6 Framework to have it displayed in the classroom for the students to look at and refer to during the learning journey.

PowerPoint

PowerPoint is a very useful tool to create interactive multimedia presentations by yourself or your students. It allows you to put together images, sounds, texts, charts, movies to create an engaging interactive presentation. PowerPoint’s are used not only to present information, but also to organise and synthesise information. For an assignment I used PowerPoint as an interactive activity. Through my experience I feel that there are a variety of ways in which PowerPoint can be used from a very basic one to an engaging interactive presentation.


The following is a SWOT Analysis on PowerPoint

Strength
- Widely used and can be easily accessed.
- Easy to use.
- To show and present information or supporting material in a way people can see.
- A plenty of slide animations and transitions effects can be used to jazz up your presentation.

Weakness
- Some of the features can be quite complicated to use.
- Only compatible with Microsoft.
- Students might become overwhelmed.
- Simple presentations can become time consuming.

Opportunities
- Endless opportunities to incorporate into the classroom.
- Incorporates a range of ICT’s.
- To engage students.
- Allows a way for students to present their work.
- Students can develop deeper, higher order thinking skills

Threats
- Make sure that you back up your work so you don’t lose it

The follow is an example of an interactive powerpoint which can be incorporated into the classroom to refine a concept been taught. This simple activity can be changed to suit any year level or concept that you want to focus on. This is just one example have shared however, the opportunities of Powerpoint are endless. In addition, it depends on the way you use it in the classroom for it to be an effective tool.

My Weebly Website

A website is different to both blogs and wikis. The difference between weebly to a blog and wikis is that creator decides on the content and structure alone, and nobody else is able to edit, or add to it. This makes a website ideal for teachers to upload examples of students work, or activities they are to complete and the students can’t change the content. Teachers can use websites in a learning site to engage learners and be used for a variety of purposes for example for classroom/ homework tasks, assignments, newsletters etc. I prefer websites to wikis as no one else can edit the content, making it more secure for student use.


My Weebly Website is http://alishaelearning.weebly.com/

My Wiki

Blogs and Wiki’s are very different. Blogs are considered a personal journal by one author with entries appearing in sequence as they are written and followers can post comments, however unable to change original content on the page. A Wiki can have multiple authors and can be seen as a ‘collaborative sharing tool in which a user or visitor can 'edit, modify, add or remove information' (CQUniversity 2010). My wiki  is http://alishawiki.wetpaint.com/